Praxis pedagogy in teacher education

Abstract

AbstractThis paper presents and analyses a pedagogical model which focuses on ‘praxis’. Portfolio dialogue, case writing and signature pedagogy mapping are all identified as central to this model. These pedagogical practices intend to create a possibility of orientation rather than a lineal hierarchy of outcomes for pre-service teachers. Part of this paper reports on data received from final year preservice teachers regarding their portfolio discussions and considers the presence and the contributions of the signature pedagogies. New knowledge concerning planning of practice through visual modes may assist staff and students via critical, dialogical and a praxis views within teacher education.